**Refereed Journal Articles**

**Barbieri, C. A.**, & Booth, J. L. (2020). Mistakes on display: Incorrect examples refine equation solving and algebraic feature knowledge. *Applied Cognitive Psychology*, 34(*4*), 862-878.

**Barbieri, C. A.**, Rodrigues, J., Dyson, N., & Jordan, N. C. (2020). Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. *Journal of Educational Psychology*, *112*(3), 628.

**Barbieri, C.A.**, Miller-Cotto, D., & Booth, J.L. (2019). Lessening the load of misconceptions: Design-based principles for algebra learning. *Journal of the Learning Sciences. 28:3,*381-417,DOI: 10.1080/10508406.2019.1573428.

Resnick, I., Rinne, L., **Barbieri, C. A.**, & Jordan, N.C. (2019). Children’s reasoning about decimals and its relation to fraction learning and mathematics achievement. *Journal of Educational Psychology, **111*(4), 604-618. http://dx.doi.org/10.1037/edu0000309

Dyson, N., Jordan, N.C., Rodrigues, J., **Barbieri, C.A.**, Rinne, L., (2018). A fraction sense intervention for students with or at risk for mathematics difficulties. *Remedial and Special Education. Online first publication.*

**Barbieri, C.** & Booth, J.L. (2016). Support for struggling students in algebra: Contributions of incorrect worked examples. *Learning and Individual Differences, *48, 36-44.

O’Shea, A.M., Booth, J.L., **Barbieri, C.**, McGinn, K.M., Young, L.K., & Oyer, M.H. (2016). Algebra performance and motivation differences for students with learning disabilities and varying achievement levels, *Contemporary Educational Psychology, 50, 80-96. *.

Booth, J.L., McGinn, K.M., Young, L.K., & **Barbieri, C.** (2015). Simple practice doesn’t necessarily make perfect: Evidence from the worked example effect. *Policy **Insights from Behavioral and Brain Sciences, 2(1)*, 24-32*.*

Booth, J.L., Oyer, M.H., Paré-Blagoev, E.J., Elliot, A., **Barbieri, C.**, Augustine, A.A., & Koedinger, K.R. (2015). Learning algebra by example in real-world classrooms. *Journal of Research on Educational Effectiveness, 8(4),* 79-100.

Booth, J.L., **Barbieri, C.**, Eyer, F., & Paré-Blagoev, E.J. (2014). Persistent and pernicious errors in algebraic problem solving. *Journal of Problem Solving, 7(1), *10-23*. *

**Book Chapters and Practitioner Outlets **

Newton, K.J., **Barbieri, C.A.**, & Booth, J.L. (2020). Key Mathematical Competencies

from Arithmetic to Algebra. In Oxford Research Encyclopedia of Education. Ed. Li-fang Zhand. New York: Oxford University Press, forthcoming. doi:10.1093/acrefore/9780190264093.013.ORE_EDU-00956.R2

Jordan, N. C., **Barbieri, C.**, Dyson, N., and Devlin, B. (2020). Improving learning in n students with mathematics difficulties: Contributions from the science of learning. In K. Newton, A. Martin, and R.A. Sperling (Eds.), *Handbook of Educational Psychology and Students with Special Needs* (pp. 461-486). NY: Routledge.

Jansen, A., Star, J.R., & **Barbieri, C.A.,** (2019). Mathematics computation: Helping handout for teachers. To appear in G. Bear & K. Minke (Eds.). *Helping Children Handouts: Prevention and Intervention Strategies for Common Concerns at School and Home. *National Association for School Psychologists (NASP).

Booth, J.L., McGinn, K.M., **Barbieri, C.**, & Young, L.K. (2017). Misconceptions and learning algebra. In S. Stewart (Ed.) *And the Rest is Just Algebra.*

Booth, J.L., McGinn, K.M., **Barbieri, C.**, Begolli, K., Chang, B, Miller-Cotto, D., Young, L.K., & Davenport, J.L. (2017). Evidence for cognitive science principles that impact learning in mathematics. In D.C. Geary & D. Berch, (Eds.) *Mathematical Cognition and Learning Volume 3*.

**Under Review **

**Barbieri, C.A.**, Booth, J.L., Begolli, K.N., & McCann, N. (under review after revision). The effect of worked examples on student learning and error anticipation in algebra.

Slicker, G., **Barbieri, C.A.,** Collier, Z., & Hustedt, J. (under review after revision). Parental involvement during the Kindergarten transition and children’s early reading and mathematics skills.

Shen, Y., Wang, R., Zhang, F., **Barbieri, C.A.,** & Pasquarella, A. (under review after revision). The effect of enrollment in dual-language immersion programs in the first grade on children’s reading trajectories over 5 years.

**Barbieri, C.A.**, & Booth, J.L. (under review). Let’s be rational: Worked examples Supplemented textbooks improve pre-algebra students’ conceptual and fraction magnitude knowledge.

**Barbieri, C.A.**, Young, L.K., Newton, K.J., & Booth, J.L. (invited for revision). Predicting middle school profiles of algebra performance using fraction knowledge.

**Barbieri, C.A.** & Miller-Cotto, D. (invited for revision). Importance of adolescents’ sense of belonging to mathematics for algebra learning.

**Outreach**

**Barbieri, C.A***., *Devlin, B., Morano, C., Golinkoff, R.M., & Hirsh-Pasek, K. (July 16, 2018). *The value of numbers – math counts more than you think.* [Blog post on Blog of Learning and Development]. Retrieved from https://bold.expert/the-value-of-numbers-math-counts-more-than-you-think/.

**Barbieri, C**.*, *Golinkoff, R.M., & Hirsh-Pasek, K. (2016, April 25). *To Err is Human, To **Reflect (on the Error) is Divine* [Web blog post in Roberta Golinkoff’s Huffington Post Blog]. Retrieved from http://www.huffingtonpost.com/roberta-michnick-golinkoff/to-err-is-human-to-reflec_b_9764374.html